Introduction and Purpose: Based on this relationship, the present study aimed to investigate the effect of self-regulated observational feedback on learning the front crawl skill, perceived physical fitness, and participation motivation in boys aged 12 to 15 years.
Methodology: In this quasi-experimental study, 45 beginner male swimming students from Borujerd city were randomly assigned into three groups: control, practice, and practice with observation of an expert model video (self-regulated observational feedback). Front crawl training was provided over 12 practice sessions. The practice + video group used both the expert model video and their own performance for feedback; the practice group only observed the expert model; and the control group received no intervention. For evaluation, a post-test of front crawl skill and pre-test and post-test questionnaires on motivation and perceived physical fitness were used. Data were analyzed using one-way ANOVA and Tukey’s post hoc test with a significance level of p < 0.05.
Findings: Results showed that the practice + video group had significantly greater improvements in front crawl skill, perceived physical fitness, and participation motivation compared to the practice and control groups (p < 0.001). The practice group also showed significant improvements compared to the control group in these variables (p < 0.001). Additionally, all three groups exhibited significant differences between pre-test and post-test in motivation and perceived physical fitness (p < 0.001).